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dc.contributor.authorCoker, Helenen
dc.date.accessioned2019-06-21T13:08:28Z
dc.date.available2019-06-21T13:08:28Z
dc.date.issued2017-05
dc.identifier.citationCoker, H. (2017) Developing understanding of student-teacher agency: Implications for programme development. Teacher Education Advancement Network Journal, 9(2), pp. 51-63.en
dc.identifier.issn2054-5266en
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/9799
dc.identifier.urihttps://ojs.cumbria.ac.uk/index.php/TEAN/article/view/386
dc.descriptionItem previously deposited in University of Cumbria repository on 25 May 2018 at: http://insight.cumbria.ac.uk/id/eprint/3881/en
dc.description.abstractDeveloping student teachers to become confident and effective professionals is a central aim of teacher education programmes. Developing understanding of student-teacher agency -the ways in which student teachers actively participate in their learning -has the potential to inform programme development. Working in the context of a blended learning Professional Graduate Diploma in Education (PGDE) programme, the research presented here aimed to develop understanding of student-teacher agency, with the purpose of informing programme development. Deepening our understanding of the student teacher experience enabled critical reflection on the design and delivery of the programme, informing our developments. Taking a narrative stance, data were generated fromfifty-three student teachers, during a discussion activity in which they reflected on their experiences during the PGDE year. Analysis utilised Priestley, Biesta and Robinson’(2015) framework for Teacher Agency. Findings suggested that student teachers’ peripheral positioning, to the community of professional teachers, influences their approach to their own learning during the PGDE year. Findings directly informed the development of programme structures. Deeper understanding of student-teacher agency has informed our practice in a blended learning environment: Understanding these aspects of the student-teacher experience has the potential to inform the development of programmes utilising different methods of delivery.Teacher-educationStudent-teacher AgencyProgramme developmentBlended LearningCritical Reflectionen
dc.description.urihttps://ojs.cumbria.ac.uk/index.php/TEAN/article/view/386en
dc.format.extent51-63en
dc.language.isoenen
dc.publisherUniversity of Cumbriaen
dc.relation.ispartofTeacher Education Advancement Network Journalen
dc.rightsCopyright © 2017 University of Cumbria
dc.titleDeveloping understanding of student-teacher agency: Implications for programme developmenten
dc.typeArticleen
dcterms.accessRightspublic
dc.description.volume9en
dc.description.ispublishedpub
rioxxterms.typeJournal Article/Reviewen
rioxxterms.publicationdate2017-05
refterms.dateFCD2019-06-20
refterms.depositExceptionpublishedGoldOAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorCoker, Helenen
dc.description.statuspub
dc.description.number2en
refterms.versionNAen
refterms.dateDeposit2019-06-20


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